Tendayi Marovah
Datos Biográficos
| ID | 81403 |
|---|---|
| NOMBRE | Tendayi Marovah |
| NOMBRES | Tendayi |
| APELLIDO | Marovah |
| FIRMA | MAROVAH T |
| AFILIACIONES | University of the Free State |
| ORCID | 0000-0001-8282-5441 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 13 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 3 |
Reimagining Higher Education’s Role in Development Beyond 2030 Through Ubuntu Philosophy
As the 2030 Sustainable Development Goals deadline approaches, many targets, particularly in postcolonial contexts, remain unmet. This philosophical paper employs Ubuntu philosophy to reimagine higher education’s (HE’s) role in human development beyond 2030, drawing on examples from South Africa and Zimbabwe. Over the years, HE globally has been framed within Western economic models that promoted Western values while neglecting local epistemologi…
Weaving Heritage
This paper is positioned within critical African heritage studies and looks into the process of storytelling with the Tonga artist community in Zimbabwe, for whom heritage has long been a contested space due to historical exclusion from self-narration. The research is based on participatory art research with eight Tonga women and four artists, aiming to strengthen local art skills and advocate for the recognition of Tonga heritage within broader …
Integrating Ubuntu
Disasters, whether natural, socio-natural, or anthropogenic, are not merely technical challenges but deeply political and cultural phenomena shaped by historical and ideological contexts. In Southern Africa, Disaster Risk Reduction and Management (DRMM) has long been dominated by global, technocratic frameworks that sideline indigenous knowledge systems. Yet, as climate hazards intensify, the limitations of infrastructure-centric approaches becom…
Decolonising participatory research
This paper investigates the potential of Ubuntu philosophy for decolonising Participatory Research (PR) in the Global South, addressing power imbalances and research process challenges. Despite PR's focus on community involvement, it can perpetuate practices contradicting its principles, hence the rise of 'decolonising research' for fair, respectful researcher-community relationships and meaningful community knowledge. The central question is, 'H…
The Pedagogical Value of Museums in the Teaching and Learning of Secondary School History
Using historical thinking for analyzing the teaching and learning of secondary school history, this paper contributes to literature and debates on the pedagogical potential of museums in this endeavor. Despite the existence of museums and expansive literature on their historical significance in various world settings, there has not been much effort to connect history teaching and learning to this institution. Drawing our arguments from literature…
Transformative youth development through heritage projects
This article draws on our continuous artistic engagement with Tonga youth in Zimbabwe over the last four years and offers a critical analysis of their transformation. We use the intersecting concepts of political and cultural capabilities to argue how arts-based participation in civic spaces has enabled them to shift the power balances, fostering them as epistemic agents and change-makers. Their journey across three arts and heritage workshops sh…
Participatory art for navigating political capabilities and aspirations among rural youth in Zimbabwe
While exploring the everyday experiences of Tonga youth, this paper draws on a participatory graffiti-on-board project in Binga, a rural community in Zimbabwe. Focus is placed on what shapes and drives youth aspirations in precarious contexts marked by unemployment and poverty. Using graffiti to create participatory and artistic engagements, the research aims to stretch the limited boundaries of social and political space available to the youth f…
Citizenship education and human capabilities
The paper builds on and contributes to literature in citizenship education studies in higher education. Many studies in this field have explored the history, development and implementation of various forms of citizenship formation as an advancement of social justice. However, little has been written on how the formation of critical democratic citizens 2 links with the notion of sustainable learning environments and how it relates to social justic…
Decolonising participatory research
This paper investigates the potential of Ubuntu philosophy for decolonising Participatory Research (PR) in the Global South, addressing power imbalances and research process challenges. Despite PR's focus on community involvement, it can perpetuate practices contradicting its principles, hence the rise of 'decolonising research' for fair, respectful researcher-community relationships and meaningful community knowledge. The central question is, 'H…
Transformative youth development through heritage projects
This article draws on our continuous artistic engagement with Tonga youth in Zimbabwe over the last four years and offers a critical analysis of their transformation. We use the intersecting concepts of political and cultural capabilities to argue how arts-based participation in civic spaces has enabled them to shift the power balances, fostering them as epistemic agents and change-makers. Their journey across three arts and heritage workshops sh…
Participatory art for navigating political capabilities and aspirations among rural youth in Zimbabwe
While exploring the everyday experiences of Tonga youth, this paper draws on a participatory graffiti-on-board project in Binga, a rural community in Zimbabwe. Focus is placed on what shapes and drives youth aspirations in precarious contexts marked by unemployment and poverty. Using graffiti to create participatory and artistic engagements, the research aims to stretch the limited boundaries of social and political space available to the youth f…
The Pedagogical Value of Museums in the Teaching and Learning of Secondary School History
Using historical thinking for analyzing the teaching and learning of secondary school history, this paper contributes to literature and debates on the pedagogical potential of museums in this endeavor. Despite the existence of museums and expansive literature on their historical significance in various world settings, there has not been much effort to connect history teaching and learning to this institution. Drawing our arguments from literature…
Citizenship education and human capabilities
The paper builds on and contributes to literature in citizenship education studies in higher education. Many studies in this field have explored the history, development and implementation of various forms of citizenship formation as an advancement of social justice. However, little has been written on how the formation of critical democratic citizens 2 links with the notion of sustainable learning environments and how it relates to social justic…
Participatory art for navigating political capabilities and aspirations among rural youth in Zimbabwe
While exploring the everyday experiences of Tonga youth, this paper draws on a participatory graffiti-on-board project in Binga, a rural community in Zimbabwe. Focus is placed on what shapes and drives youth aspirations in precarious contexts marked by unemployment and poverty. Using graffiti to create participatory and artistic engagements, the research aims to stretch the limited boundaries of social and political space available to the youth f…
Decolonising participatory research
This paper investigates the potential of Ubuntu philosophy for decolonising Participatory Research (PR) in the Global South, addressing power imbalances and research process challenges. Despite PR's focus on community involvement, it can perpetuate practices contradicting its principles, hence the rise of 'decolonising research' for fair, respectful researcher-community relationships and meaningful community knowledge. The central question is, 'H…
The Pedagogical Value of Museums in the Teaching and Learning of Secondary School History
Using historical thinking for analyzing the teaching and learning of secondary school history, this paper contributes to literature and debates on the pedagogical potential of museums in this endeavor. Despite the existence of museums and expansive literature on their historical significance in various world settings, there has not been much effort to connect history teaching and learning to this institution. Drawing our arguments from literature…
Transformative youth development through heritage projects
This article draws on our continuous artistic engagement with Tonga youth in Zimbabwe over the last four years and offers a critical analysis of their transformation. We use the intersecting concepts of political and cultural capabilities to argue how arts-based participation in civic spaces has enabled them to shift the power balances, fostering them as epistemic agents and change-makers. Their journey across three arts and heritage workshops sh…
Reimagining Higher Education’s Role in Development Beyond 2030 Through Ubuntu Philosophy
As the 2030 Sustainable Development Goals deadline approaches, many targets, particularly in postcolonial contexts, remain unmet. This philosophical paper employs Ubuntu philosophy to reimagine higher education’s (HE’s) role in human development beyond 2030, drawing on examples from South Africa and Zimbabwe. Over the years, HE globally has been framed within Western economic models that promoted Western values while neglecting local epistemologi…
Weaving Heritage
This paper is positioned within critical African heritage studies and looks into the process of storytelling with the Tonga artist community in Zimbabwe, for whom heritage has long been a contested space due to historical exclusion from self-narration. The research is based on participatory art research with eight Tonga women and four artists, aiming to strengthen local art skills and advocate for the recognition of Tonga heritage within broader …
Integrating Ubuntu
Disasters, whether natural, socio-natural, or anthropogenic, are not merely technical challenges but deeply political and cultural phenomena shaped by historical and ideological contexts. In Southern Africa, Disaster Risk Reduction and Management (DRMM) has long been dominated by global, technocratic frameworks that sideline indigenous knowledge systems. Yet, as climate hazards intensify, the limitations of infrastructure-centric approaches becom…
Sociology (7 obras) · Political science (5 obras) · African cultural and philosophical studies (4 obras) · Politics (4 obras) · African studies and sociopolitical issues (3 obras) · Environmental ethics (3 obras) · Art (2 obras) · Children's Rights and Participation (2 obras) · Citizen journalism (2 obras) · Democracy (2 obras)